Mode of languages and excerpts illustrating different modes of language use | ||
| Before partaking in the study | After partaking in the study |
Meta-language | ||
Year 5 | I think so much in matrixes all the time. And then, based on the central content and knowledge requirements, I find it hard to see where the group enters. | Take the abilities and see where the students are and then make a collected assessment of all those abilities and get a collected assessment and see where they are placed, as far as the knowledge requirements are concerned. |
Year 8 | So, the main purpose when assessing, I think it’s to uplift them so they get an understanding of what’s required and what is practical about it. […] Then you can improve knowledge requirements to something concrete so that they understand it. Because they do not understand the knowledge requirements. They do not. | But it feels great and very relevant and very…rewarding from the point of view of assessment. Watch, look at abilities, and get in to… judge against grades as well. |
Pseudo-meta-language | ||
Year 5 | And then you start with this think-pair-share, as training for daring to say their opinion. So, there I look at the assessment but group… | Then it would have been fun if they had used three stars and a wish after each presentation. |
Year 8 | No but as I said, I work a lot with assessment in the classroom. The responses back there and then, as well. | I think I give oral feedback all the time. |
Everyday language | ||
Year 5 | Yes, all the time, I’m walking around all the time. You go around to check and when it does not work, you’re there. | Then I saw a thing. |
Year 8 | I am so against assessment, so I do not know what to say. | But I can’t assess and look at everyone all the time. It is unsustainable. |